USA > Massachusetts > Norfolk County > Norwood > Norwood annual report 1936-1938 > Part 43
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Safety Education
The common use of the automobile and bicycle as a means of trans- portation has increased the number of accidents and fatalities on the highways. The school is participating in a state-wide program of safety education.
Miss Doris B. Greenwood of the Massachusetts Society for School and Home Safety gave an instructive talk on Street Safety at one of our as- semblies.
Several safety films have been shown to pupils emphasizing the need for careful driving and caution while crossing the streets. A survey of hazards in the home was made for the American Red Cross.
The Outside and Inside Traffic Patrols have been efficiently regulating the traffic within the school building and on the crossings bordering our school property.
The Band
Every Friday afternoon, after school, a large number of pupils gather to play in the band. The Junior High School Band made its first publie appearance in our school show. A few weeks later the Band combined with the Drum and Bugle Corps paraded on Memorial Day.
The teachers generously conducted a bridge party from which a good suin was realized. This money was used to equip members of the band with liats and ties.
Measurement of Instruction
Current Events :
The pupils of the Norwood Junior High School participated in the National Current Events Test which was published by the American Education Press of Columbus, Ohio. The test consisted of one hundred questions based on "news items of importance in domestic and foreign affairs since July, 1936". Taken as a whole our pupils were found to be better informed than the average pupil, the Norwood Median was 67.1, the National Median was 63.8, based on tests administered to 77,585 pupils in various parts of the United States.
Reading:
Statisties derived through Experiments in Reading based on test scores of pupils tabulated in January show pupils in grades seven and eight
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maintained an Average Memory Grade Score and an Average Compre- hension Grade Score of their respective grades. It is also a source of great satisfaction to know the ninth grade was reading on a tenth grade level, or one year ahead of the standard grade.
Curriculum Developments
The Science Department is organizing outlines of work from the science materials now in use. The seventh grade outline has been completed. The eighth grade and ninth grade outlines are in the process of construction.
Several units of work in Social Science have been correlated through the efforts of the teachers of Social Science, English and Music. This type of activity makes education more effective because pupils are shown the relationship between the various school subjects.
Guidance
In recent years the importance of guidance has been emphasized by the more progressive school systems. At present we are offering a well or- ganized program in educational, health, recreational, social-civic and voca- tional guidance.
The work in grade seven is centered about orientation. In this course the new pupil is acquainted with the new school, building routine, courses of study, personnel, extra-curricular activities, school traditions, the library and its use.
In grade eight the pupil makes a general study of occupations with emphasis on the preparation needed for general fields of work. The educa- tional opportunities 'for grade nine are discussed in detail.
Guidance for grade nine is concentrated about the occupational oppor- tunities in our community. At this time pupils are encouraged to make an intensive study of individual occupational interests and abilities. A careful study of the Senior High School courses is made which should make the adjustment from the Junior High School to Senior High School easier.
In all grades the guidance counsellors are striving to help build character, reduce failures, improve study habits, develop the right social attitudes and well-rounded personalities.
The Guidance Department is making a Job Survey of the Community. This is being done with the cooperation of Bird & Son and The Plimpton Press for the purpose of securing data which will be of invaluable assistance in guiding the youth of our town.
A Challenge
The challenge of the Junior High School of today is that of adjusting the school to meet the needs of the individual. The school has definitely become the custodian of the child. How much should the school do for the individual?
There isn't any doubt but what our pupils differ in their ability to per- form scholastically. They are also different in height, weight, age, and physical condition.
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Each year we receive a large number of medioere pupils from the ele- mentary schools mainly because they no longer fit into the elementary school from a social standpoint. Within this group may be found a num- ber of pupils with serious reading disabilities.
Reading is basically a fundamental skill. If a pupil has a low reading age he usually fails to maintain grade standards in school because of this handicap.
A careful examination of statistics compiled through reading tests would show us the spread in the scores in any grade in our school is from a fourth grade level to college grade.
Classes of limited ability should be organized to stay more than the customary three years to complete the minimum essentials of the school. These groups will require special teaching techniques effective with pupils who are slow in learning. They will need the sympathetie understanding of skillful teachers adequately prepared to teach remedial work on various levels.
In closing this report I wish to express my appreciation to a loyal student body, to a conscientious and cooperative faculty, to the School Committee for its continued support, and to you for your guidance and counsel.
ROBERT J. NEWBURY,
REPORT OF SUPERVISOR OF HOME ECONOMICS EDUCATION
I herewith submit a report on Home Economies Education for the year ending December 31, 1937.
The "New Deal" in Home Economics
The purpose of any homemaking curriculum should be to provide such training as will prepare individuals to meet the responsible tasks involved in homemaking and to interest them in those finer relationships that will not only bring abundant satisfaction in establishing their own homes but will directly prepare them for the highest type of citizenship.
Home Economists have long been aware that the home is the core of human progress and in their attempts to develop a satisfactory approach to homemaking training have, over a period of years, been shifting em- phasis from housekeeping techniques and skills to the application of the fields of science, economies, sociology and psychology to human living, particularly to the economics of consumption and the psychology of group relations both in the home and the community. Home Economies is- constantly advancing into new and wider areas of service and is endeavour- ing to develop in pupils an independent judgment and an interest in the arts and sciences as applied to the problems of living a sane and wholesome life.
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Therefore, the "New Deal" in Home Eeonomics means wider and saner vision, the visualizing of the individual and the family as part of a whole- a training away from the standards, techniques and skills of the old school . toward larger social and spiritual values.
Home Economics as Education for Home Living
"The home is the most fundamental unit in our civilization."
"Education for home living for both sexes and at all age levels is per- haps society's greatest need today and Home Economics has much to contribute to the planning and teaching of such a program."
The above statements of outstanding educators indicate that present thinking points to education for home living as one of the basie areas in a curriculum concerned with general education. The importance of this training is conceded but it remains for Home Economists to offer the best the field has to offer to both sexes. We must decide what learning ex- periences should be provided and at what age levels the work ean best be given. The problem of content centers in the selection of the most worth- while experiences thereby offering the most important aspects of home living in which there will be real interest and value. Our ehallenge calls for a decision as to what constitutes adequate training in homemaking in order that our offerings may be inereasingly functional and if possible present a solution for the complex problems involved in home and family life.
Home Economics and the Guidance Program
The contribution of Home Economics to social living has long been recognized and it appears that Home Economics has stimulated the whole field of modern social psychology. It is significant that mueh material which Home Economists have long used in their teachings is now to be found incorporated in many social courses and guidanee programs. This overlapping or possibly integration of subject matter becomes a problem in the planning of Home Economics courses.
The Home Economics teacher has a splendid opportunity to understand pupils through observation of their behavior in natural situations. She has exceptional opportunity to learn the needs, capacities and aspirations of her students and to give suggestions that make for a wiser choice or better response to a situation. She meets many opportunities for voca- tional guidance and counseling. Home Economics teachers are possesscd of a great privilege, i.e. helping to make homes and family life better and happier. Her challenge therefore is to be the best possible influence in her pupils' lives.
Norwood Accepts the Challenge of Modern Home Economics Teaching
To offer the best in Home Economics to the pupils of Norwood we are constantly enriching our programs. We are thinking in terms of basic values in life. We are including in our courses subject matter which
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includes all the functions of the family and which involves the whole environment of the individual. To prepare our future homemakers for worthy and satisfying home life we are training in the social and psycho- logical aspects of daily living.
We know that Home Economics has a wider function in our schools than the limitation of this training to vocational uses. We believe that the fundamentals of Home Economics are needed by all women regardless of their interests; that since boys participate in home life and have social relationships they can no longer be excluded from home training courses if we are to provide a well-rounded program in Home Economics. We recognize the richness of offerings in Home Economics that may be made in educating all youth, both boys and girls.
Therefore, our courses are comprehensive in scope, including all phases of home life. To make our courses function directly we select for subiect matter the problems which are within the range of the students' everyday experiences, trusting that we are helping them to meet the many conditions of this changing world.
Milestones of 1937
1. Organization of a High School Boys' Class in Home Economics
By far the outstanding achievement of this past year is the organization of a course in "Daily Living Problems" for High School boys (Seniors). Subject matter and discussion is related to the major interests and practical needs of young men. Although this year the course has been given as a major course of five periods per week, it would seem desirable that oppor- tunity be afforded for more boys to avail themselves of this important and vital information, possibly through offering a shorter course or making the course a requirement for all boys before graduation as we have done in the case of our required course for girls. The response to this course has far exceeded our expectations.
2. Organization of a High School Major Course in "Home Living" (for Senior Girls)
This course answers the request from older pupils for advanced material in Home Economics. Interest in personality development and home training has been aroused through their contact with the department in the required course and many have expressed the desire for an oppor- tunity to further their knowledge in this field.
3. Social Contact with Norwood Mothers' Club
At our afternoon teas representatives of the Norwood Mothers' Club kindly joined us, thus providing the mothers with the opportunity to observe practical demonstrations of social etiquette as carried out by the pupils. The privilege of entertaining the mothers was inuch enjoyed and appreciated.
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4. Department Routine
We wish to acknowledge our indebtedness to State Teachers College at Framingham for supplying us with pupil teachers for our sixth grade Home Economic classes. Also to the Department of Public Health (State) for sending out lecturers for our Nutrition course, and to the several com- mercial houses who have so generously supplied demonstrators or lecturers.
The same generous response from Junior High School faculty and pupils made possible the distribution of several bountiful Christmas dinner baskets which were placed in deserving homes through the kind coopera- tion of Norwood's Public Health nurses, Miss Curran and Mrs. Gunnarson.
We greatly appreciate the continued interest and cooperation of the Norwood Mothers' Club in making possible again this year an award in Home Economics at graduation. Louise Balboni was the very deserving recipient.
Recommendations for 1938
1. For both Junior and Senior High Schools-a supply of reference texts for teacher use and pupil collateral reading.
2. Room space at Junior High School for expansion of our program to include more phases of home training.
3. Reinstatement of a trained Home Economics teacher in grades five and six with return to regular scheduled courses in these grades.
May I take this opportunity to express my grateful appreciation to our Superintendent of Schools for his understanding and helpful suggestions, to principals for their interest and cooperation and to all co-workers who have made the development of this department possible through their excellent loyalty and cooperation.
AGNES M. BRIDGES
REPORT OF THE SUPERVISOR OF PRACTICAL ARTS
I herewith submit my report on Practical Arts Education for the year ending December 31, 1937.
In presenting a brief summary to emphasize a few points of view in relation to Practical Arts Education, it is well to note that it serves a valuable part of our general education. First, we are impressed by some of the demands made by our changing civilization. Students now passing through our schools demand an opportunity for securing aid for their problem of getting ready to choose a life work. This may be secured by giving them the chance to develop some of the understandings and attitudes which will place choice-making above the plane of guesswork.
Practical Arts supplies a medium by which we can assist our students to interpret something of the world in which they live, and its demands for industry, accuracy, skill and order. During the last thirty years, Practical Arts Education has steadily improved. It has passed through
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several transitional periods, and we are now facing another, a more eco- nomic and more efficient period.
Changes are necessary, because we realize it is best to think our way out of the horse and buggy days into a streamlined era of Practical Arts Education.
Our Practical Arts Education is not designed definitely to train boys for the trades, but it is a general or non-vocational education which aids and enriches every day life principally through purposeful ACTIVITY. Its method, typically, is DOING things; that is, providing our learners with experiences, understandings and appreciations of materials, tools, processes, products, and some of the conditions and requirements incident to manu- facturing and mechanical industries.
The Needs of Youth
Our youth today is in turmoil. It is at sea, so to speak. Economic conditions are so uncertain, and thinking demands made upon them are far beyond those of a generation just grown up. Assistance of some sort is necessary, and rightly so. They need to KNOW something of the work- ing of the world in which they have been placed. They need knowledge much more extended than of old.
Differences of opinion as to type are being considered. We have passed beyond the type where we had intensive training in only a few fields, to the present broadened type by contact with many fields. The consensus of belief favors this broader integrated type. Our present curriculums in both Junior and Senior High have subscribed to this multiplicity of sub- jects on an "exploratory" basis. We feel we are meeting the needs of youth to a certain degree, but there is much more that can be done through enrichment of present course contents.
The profitable use of leisure time supplies a need for direction in its use. It depends in a large measure on a varied background of interesting ex- periences. Such a diversified pattern of understanding can be enlarged by participation in Practical Arts courses. An outlet is provided through increasing interest in making things, in opening many new interesting doors which can show our students new thrills and excitement.
Knowledge Gained in Practical Arts
If as we develop in our students some of the industrial background, and add some wise use of leisure interests, they will become more sensitive to significant problems. To produce sensitivity in our students, we can help them to see relationships in enough different situations to develop a skill of discovering relationships themselves. Our "General Shop" offers a splendid opportunity by assisting boys in these relationships. The diffi- culty of choosing a field of work and preparing for it is clearly illustrated by the fact that most jobs require a combination of several things.
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Department Procedure
In the accomplishment of our aims and objectives during the past year, our program has provided a series of individual interests for all pupils. Work in the grades with a variety of fundamental activities provided introductory experiences in wood-work, and in some cases a little sheet metal work.
Our Junior High students found that they had ample opportunity to use and show their initiative with fine teacher cooperation. Some ex- ceptional pupil initiative was displayed by the club activities, meeting once a week. Natural interests of the boys to discover things was mani- est:d in the seventh grade where opportunities were ideal, both in metal and woodwork. "The fundamental instinct of life", says H. G. Wells, "is to create, to make, to discover, to grow, to progress."
A revision of shop credit for boys electing Practical Arts in the High School was effected this fall, and due to less credit given than in the past, there was a tendency for shop enrollment to slump. All sophomores electing shop were assigned one period per week in the drafting room, thus serving as a step to better understanding of shop procedure and project construction.
Some of our old machinery that has served its purpose well for many years was turned in for new machinery. Two nine inch South Bend work- shop lathes were installed, which greatly served a long-felt want and pro- vided for a more efficient unit in metal work.
More boys than ever before have taken the opportunity to enroll in mechanical drawing major. This is a comprehensive course that takes them over and through many phases of drafting procedure, and through various fields of constructive design.
Future Outlook
To look ahead with an aim to further the interests of Practical Arts in our schools some consideration should be given to the outlook of the following:
1. Place our fifth and sixth grade work on a directed activity program, where in these early years the work would be realistic and achieved through a visualization and expression methodology. The reinstatement of a trained teacher and return to regular courses is strongly recommended.
2. More adequate lighting facilities for our printing department. In- direct lighting as at present is a source of tremendous eye-strain to our youthful compositors. Drop lights over the type cases are essential.
3. To extend our present limited shop facilities at Senior High School to make room for a course in general electricity, where a student could study illumination, ignition, motors, radio, power transmission and other related fields of learning.
In conclusion, I wish to express my appreciation and gratitude to all in the school system who cooperated so generously with the department.
CLIFFORD H. WHEELER
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REPORT OF HEALTH SUPERVISOR
The annual report of the Health Department is herewith submitted.
In a recent bulletin of the National Congress of Parents and Teachers it was said that "All parents are ambitious for their children. The future achievements of the nation depend upon how successful we are in the ful- fillment of these ambitions. There are three gifts which are within our power as parents to pass on to our children. The first of these is good health; the second, home education; the third is a sound school education which will permit the individual to make the most of his opportunities."
Physical Examinations
A stripped to the waist examination is given to each child in the school system by Dr. Edward Brennan and Dr. Alfred Fenton, school physicians. Notices of defects found at the time of examination are sent to the parents with a request that the family doetor be consulted for their corrections. Follow-up visits are made by the nurses. In many cases remedial work has already been completed.
It is gratifying to note that one hundred and one children were able to have defective tonsils and adenoids removed in the past year.
Mental Examination
The examinations of forty children having some difficulty in keeping up with the regular school program were examined by Dr. Mary Hammond early in the fall. She recommended changes to help them do better those things which they are doing as well as to derive greater pleasure and more benefits while doing it.
Habit Clinic
The Habit Clinie is conducted each Friday morning from 10 a.m. to 12 noon at the Norwood Hospital under the able leadership of Dr. Ella Cahill. To this clinic have come sixty children whose ages range from six to nineteen years.
The aim of the clinie is one of prevention-prevention of maladjustments in later life which result from apparently minor problems in childhood. Such problems may be due to physical handicaps; poor home conditions, emotional or personality disturbances; to problems which arise as a result of the child's inability to adjust himself to the teacher or other pupils or to grasp work at hand. Parents are urged to avail themselves of the opportunities offered by the clinic to develop a better understanding of the child's needs for developing a healthy mind, and physique.
Dental Examinations
Dr. Timothy J. Curtin examined the teeth of the children in grades 1 to 3 inelusive at the beginning of school in September. In November he
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examined those in grades 4 to 6 inclusive. About 85 per cent were in need of some dental correction of a more or less serious nature. The parents were notified of these defects and urged when possible to see the family dentist to have corrections ınade.
Only children in grades 1 to 3 inclusive can be cared for at the dental clinic if any progress is to be made. Since the children in these three grades are getting their second teeth and since in many cases the enamel of these teeth is defective when they erupt it is quite important to have such necessary work done before the more extensive decay takes place. Good dental hygiene habits can be learned and established in these forma- tive years which will carry over into later life.
The Junior High School pupils, grade 7 to 9 inclusive, were examined in December in order to stimulate their interest. Practically the same incidence of defects was noted in this group as in that of the younger children.
Communicable Disease Control
The incidence of communicable disease in the past year has been very low. A few cases of mumps, measles, scarlet fever and whooping cough have been reported. None, however, have reached epidemic proportions. Chicken pox is prevalent at the present time.
We have had the common cold in our midst. Few, if any, of us are immune to its evils, so it seems advisable to take certain precautions not only to avoid personal complications which might result but to protect our fellow workers. Acute illnesses often delay school progress. Thus if we try to develop good health habits of living by getting adequate sleep and rest, some exercise in the open air, a well balanced diet, personal cleanliness and healthy mental attitudes, it may be possible to build up the body resistance so that such infections arc avoided. It is wiser to keep a child out of school who has developed a cold for he may not only give it to others with whom he comes in contact but may develop some complication as a result of his exposure. It is well to remember that pneumonia, diphtheria, scarlet fever and other serious illnesses usually start with a slight cold.
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